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Self-Regulated Learning Instruction and the Relationships among Self-Regulation, Reading Comprehension and Reading Problem Solving: PLS-SEM Approach
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Mohammadi, Roya Ranjbar; Saeidi, Mahnaz; Ahangari, Saeideh – Cogent Education, 2020
Self-regulated learning (SRL) strategies have gained a great prominence in second language reading comprehension; however, to have a comprehensive picture of their efficacy, this study investigated the significant relationships among SRL components, reading comprehension and reading problem solving. Moreover, it examined the effects of SRL…
Descriptors: Metacognition, Reading Strategies, Reading Comprehension, Second Language Learning
The Effect of Oral Interactive Feedback on the Accuracy and Complexity of EFL Learners' Writing Performance: Uptake and Retention
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Akbarzadeh, Roya; Saeidi, Mahnaz; Chehreh, Mahtaj – Iranian Journal of Language Teaching Research, 2014
The role of teacher-student interaction and collaboration in solving linguistic problems has recently been in the center of SLA research. Accordingly, this study investigated the effect of Oral Interactive Feedback (OIF) on the accuracy and complexity of Iranian intermediate EFL learners' writing. After ensuring the homogeneity using Preliminary…
Descriptors: Oral Language, Accuracy, Feedback (Response), Statistical Analysis
On the Effects of Focus on Form, Focus on Meaning, and Focus on Forms on Learners' Vocabulary Learning in ESP Context
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Saeidi, Mahnaz; Zaferanieh, Elaheh; Shatery, Hafez – English Language Teaching, 2012
This study investigated the effectiveness of three kinds of vocabulary instruction. Seventy learners in the classes of English for Specific Purposes (ESP) were divided into three different groups receiving different instructions: Focus on Form Instruction (FoF) (Dictogloss task), Focus on Meaning Instruction (FoM) (Reading and Discussion task),…
Descriptors: Vocabulary Development, English for Special Purposes, Experimental Groups, Control Groups